Browsing by Author "Hagos, Taddele (PhD)"

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    Analysis of Secondary School Internal Efficiency the Case of Guji Zone
    (Addis Ababa University, 2011-04) Bedewi, Muktar; Hagos, Taddele (PhD)
    The purpose of this study was to examine the situation of internal efficiency in secondary schools of Guji zone, identify the major factors behind low school internal efficiency and to suggest possible solutions. A descriptive survey research method was applied. This involved an investigation of trends of internal efficiency and factors that affect it in one way or another. The study was conducted in 5 secondary schools selected using simple random sampling technique. The subjects of the study were 495, out of which 310 of them were students selected using simple random sampling, and the remaining 133, 2 1, 15, 10, and 6 of them were teachers, PTA members, parents, school principals and educational experts respectively selected using purposive sampling. Data were collected through questionnaire; a semi structured interview with parents; a focus group discussion with PTA members and document analysis. The data obtained were interpreted and analyzed using various statistical tools such as percentage, mean, standard deviation and ANOVA. Results that emerged from this study indicated that the average drop out and repetition rates for grade 9 during the five years under consideration were 17.4 percent and 15.3 percent respectively and similarly the average secondary school dropout and repetition rates were 12.65 percent and 11.2 percent respectively. In addition the result reveals that the problem with drop out and repletion rate is worse in boys than in girls. Moreover, results of this study indicated that the students experience several barriers to learning that are related to teachers, student themselves, school system, socio-economic, socio-cultural, and school management, which could cause them either to drop out of school or repeat grades. This includes factors such as students' lack of effort to study hard, low self conception, lack of interest in education and low future success in education, lack of teachers encouragement of students' performance and shortage of teachers, overcrowded class rooms and lacle of school facilities, poor school management and poor school community relationship, school distance and the need for child labor, and peer group initiation. Due to these factors secondary education of the zone is leaving behind about a quarter of its students every year. On the basis of these findings, taking the societies's settlement condition into account before opening new secondary school, early identification and targeting of learners at risk of either dropping out of schools or repeating grades, organizing workshops, evaluating students' performance continuously, and training more teachers on the basis of school needs are forwarded as recommendations to alleviate the problem of low secondary school internal efficiency in the zone.
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    Assessment of Bpr Implementation in the Wareda Education Offices of Borena Zone
    (Addis Ababa University, 2011-04) Tilahun, Tesfaye; Hagos, Taddele (PhD)
    The Government of Ethiopia started to introduce Business Process Reengineering in some federal institution in 2004 and this was latter expanded to all federal and state level offices. As such, this study was conducted to assess the status of BPR implementation in the wareda education offices of Borena Zone by examining the existing BPR related awareness and attitude of education office workers and clients towards the design, BPR implementation practices, existing implementation monitoring and' valuation mechanism and the challenges impeding the implementation of BPR in the offices. A Descriptive survey method and qualitative and quantitative research approach were used to collect and analyze the data. Instruments such as questionnaire, interview, document analyses and observatioll were used to gather data. Availability sampling technique was used to select 5 wareda education office heads, 10 process owners,34 case workers, , 5 PTA chairmen, purposive sampling technique to select 5 CSGGOHs and 5 school directors'; lottery system to sample 20 teachers and accidental sampling method to select 5 other stakeholders (investors). Quantitative data obtained from the questionnaire was analyzed by using mean and percentage and data from interview, document analysis and observation qualitatively analyzed to complement the quantitative one. The study concludes that even if large majority of workers have positive attitude towards BPR, the implementation status of BPR in woreda education offices of Borena Zone is low due to: weak team sprit emanated from variability in awareness of the workers, poor communication net work, over focus on its hardware, weak monitoring and evaluation, lack of motivation and reward, inadequate training and education, poor commitment of the leadership and problem related to creating culture of change. To alleviate this, it is worth recommending that availing a system of offering regular research based training, s tretching open, honest, and clear communication Ildwork, strengthening monitoring and evaluation, establis h.ing reliable performance measurement system as well as reward and sanction and improving commitment of leaders by evaluating them based on their level of p erfonnance in implementing BPR.
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    Assessment of Implementation of TVET Strategy in Addis Ababa
    (Addis Ababa University, 2011-05) Kenno, Mekonnen; Hagos, Taddele (PhD)
    The main purpose of this study was to asses the implementat ion status of TVET strategy in AA. Thc intantion was to identi fy strengthens and weaknesses seen while implementation of the strategy. To achieve the above and other purposes and object ives or thi s study, a quantitati ve descripti ve survey research method was employed. By proper application 0[' sampling techniques, all necessary participants of thi s study were se lected f"j'om AA city adm ini stration TVET agency, TVET departm ent of sub cit ies, TVET in stitutes, employment organ ization s, and civic assoc iation sons on development and from TVET grad uates not ab le to get employment in th e city. By employini g closed and open ended questionnnaries and semi structured interviews as ap ropriate data gathering instruments fo r this stud y, sign ificant types of data were gathered from 30 TVET officia ls or experts, 50 principals of TVET institutes, 100 trainers, and 150 trai nees of TVET in AA. Other signifi can t data also gathered by document anal ys is. All these data were anal yzed by the simpl est stati sti ca l data anal ys is and expression method, whi ch is percentage. From all thses it becomes clear that, many improvements and some shortages in performance of activities while imp lementation of TVET strategy in AA are become clear. From these we can state th at, understanding of the main implementers of TVET strategy in AA on proper implementation ways of the strategy is significantly improved. As the data ana lys is and interpretation made in th is regard most of them have al l the necessary knowledge and ideas on the proper imp lementation ways of the strategy. The study make all of the folowing activities which are performed fo r the proper implementation of the strategy as establi shment of training in stitutes, mak ing TVET tra ining and its curriculum rel eve nl, job opportunity fo r TVET gradu ates, ex tent of training on practical field work s, contribution ofTVET both for the soc iety members and the nation are improved signifi ca ntly in mant cases. It is possib le to say that in many in stance implementation of the strategy in all these act ivi ty areas is in approprat y status. Apart from these appropriate implementation improvement types of the strategy, the stud y also makes it clear that, some forms of imp lementation act ivit ies of the strategy need improvement for the proper implementation of the strategy and to bring signifi ca nt changes in these rega rd. These are the implementation system of apprenticeship trainin g. quality and qual ifi cation levels ofTVET train ers or techars, tra in ing materials input, the potentioal or capabi lity of training to ab le trainees create th eir own busin ess, and all signifi ca nt types of plan required to be made to enable all TVI:::T grad utes and trainees to create their own business require crucial type imprvement to elTecti velly and effi ciently implement th e strategy. Moreover the payment difference for similar training between the pri vate and government TVET in stitutes and difference in admi ss ion of students at the lower levels of pri vate and government TVET in stitutes are identified as the tVET strategy implementation areas or activ iti es, those looking for proper fo rm 0 [' imprvement. The study winded up by giving most necessa ry recommendations which help 10 so lve the most limlations seen while implementation ofTVET strategy in AA.
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    Factors Affecting Egsece Achievement of Students in Eastern Zone of Tigray National Regional State
    (Addis Ababa University, 2011-05) Negash, Girmay; Hagos, Taddele (PhD)
    The main purpose of this study was to describe the factors affecting EOSECE achievement of students. The study was carried out with specific reference to six secondary schools and two TVET centers of Eastern Zone in Tigray region National State. To this end, the descriptive survey approach was employed as the study method. The total participants of the study were 514. A questionnaire was administrated among to 338 students and 82 teachers. Seven secondary school principals, and seven Woreda .. education office experts were interviewed; and focus group discussions held among ten students from each' of the selected educational institutions. Sample secondary schools and respondents were selected using simple random stratified, purposive and availability sampling techniques. Document analysis, Likert 5-scale closed ended questionnaire, unstructured interview and focus group discussion were used as major tools of the data collection. The information gained through these data gathering tools were analyzed by frequency accounts, percentage distribution, mean and mean rank. Spearman rank correlation coefficient, weighted mean rank and descriptive statement were also employed. Chi-square was employed to test the degree of difference of two groups of respondents. Results indicated, the EOSECE achievement pass rate of students did not show series trend, that is inconsistency in consecutive five years in sample secondary schools. The major factors that affect the EOSECE result students were lack of interest students in learning, lack of commitment and interest of teachers in teaching, lack of parent involvement, support and awareness in school activities, shortage of instructional materials and school facilities;" poor school management and ' overcrowded of classrooms ranked one to six respectively. School management, teachers and parents attempt less effort to overcome the low result of students' cooperatively. High achieving students were six times less than those who achieve low EOSECE results. Therefore, the researcher recommended for, students, teachers, school principals,parents, Woreda education office experts, Woreda administration, and Tigray state education bureau in collaboration with Ministry of Education and NOOs join hands and exert extra effort so that students could perform well on national exams by executing necessary school facilities and materials, training school management and laboratory technicians, and providing additional incentives to teachers like house allowance and stretching career structure.